Trending Topic Research File
The devastating impact of the COVID-19 pandemic on student achievement and education equity has made learning loss one of the most critical issues facing educators, students, and researchers. Learning loss during summer breaks remains a persistent challenge.
The following compendium of open-access articles are inclusive of all substantive 91涩漫 journal content regarding learning loss published since 2018. This page will be updated as new articles are published.
Note: Articles are listed below in reverse chronological order of publication.
Elizabeth Burke Hadley, Siyu Liu, Eunsook Kim, Meaghan McKenna Educational Researcher, June 2023 Researchers found that COVID-19 closures did not have significant negative impacts on pre-K children’s language and literacy skills at kindergarten entry.
Megan Kuhfeld, James Soland, Brennan Register, Andrew McEachin Educational Evaluation and Policy Analysis, April 2023 Researchers did not find evidence that seasonal differences in test effort are a main driver of summer learning patterns estimated with MAP Growth assessments.
Kathleen Lynch, Lily An, Zid Mancenido Review of Educational Research, July 2022 Researchers found that summer programs are a promising tool to strengthen children’s mathematical proficiency outside of school time.
Matthew A. Kraft, Grace T. Falken 91涩漫 Open, September 2021 Researchers found that targeted approaches to scaling school-wide tutoring nationally, such as focusing on K–8 Title I schools, would cost between $5 and $16 billion annually.
Baoqi Sun, Chin Ee Loh, Beth Ann O’Brien, Rita Elaine Silver 91涩漫 Open, July 2021 Researchers found that children’s reading enjoyment before the lockdown, changes in reading enjoyment and print reading amount during the lockdown in English and Chinese/Malay were significantly correlated.
Allison Atteberry, Andrew McEachin American Educational Research Journal, July 2020 Researchers found that while some students actually maintain their school-year learning rate, others lose nearly all their school-year progress.
Allison Atteberry, Daniel Mangan Educational Researcher, May 2020 Researchers revisited and extended Papay's (2011) analyses that teacher value-added measures (VAMs) from a statistical model using the most common pre/post testing timeframe–current-year spring relative to previous spring (SS)–are essentially unrelated to those same teachers’ VAMs when instead using next-fall relative to current-fall (FF).
David M. Quinn, Q. Tien Le 91涩漫 Open, December 2018 Researchers found that more between-group equalizing by race/ethnicity and SES occurred over kindergarten in the recent cohort. However, this was often followed by more inequality widening over summer and more widening or less narrowing over first grade in the latter cohort.
Kathleen Lynch, James S. Kim Educational Evaluation and Policy Analysis, March 2018 Researchers found that being randomly assigned to the program plus laptop condition caused children to experience significantly higher reported levels of summer home mathematics engagement relative to their peers in the control group.